An interesting new report has been published by the Centre for Excellence and Outcomes in Children and Young People’s Services (C4EO) with the full title “Effective classroom strategies for closing the gap in educational achievement for children and young people living in poverty, including white working-class boys“.
The news release states:
Effective Classroom Strategies For Closing The Gap In Educational Achievement For Children And Young People Living In Poverty, Including White, Working Class Boys looked at the international research on “what works” in improving learning outcomes for children in poverty. The review focused on strategies and interventions to improve core literacy and numeracy across early-years, primary and secondary settings. It found that there are a number of approaches that can help. These include:
- Improving the quality of teaching by coaching staff in specific teaching strategies;
- Using evidence-based approaches, such as co-operative learning, structured and systematic approaches to teaching phonics and “learning to learn” strategies;
- Whole-school improvement packages which address multiple elements of school provision; and
- The use of well-specified, well-supported and well-implemented programmes incorporating extensive professional development.
Fascinating. Lots to think about here.
We would do well to read this alongside Dr Rosemary Geddes meta analysis of early interventions aimed at closing the gap. See East Lothian’s Support from the Start website.
https://www.edubuzz.org/equallywell/2010/12/24/interventions-for-promoting-early-child-development-for-health-an-environmental-scan/
A key point is that education initiatives impact most when quality, simultaneous initiatives for parents and carers are in place.